Writing Work Design and StudentsInterest學生興趣與寫作作業(yè)設計探究

ProjectReport

WritingWorkDesign&Students9Interest

Abstract

Itpresentsadetailedreportoftheprojectimplementedtosolvetheproblemthat

Ispentalotoftimecorrectingmystudents、errorsintheirwriting,someofthem

alwaysseemtomakethemagain.Itishypothesizedthatlearners'errorsinwriting

canbereducedbybetter-designedwritingexercises.Thishypothesisisverifiedbya

three-weekclassteachingofthenewlydesignedpairandgroupexercisesabout

writing.

Methodologically,fourmethodsareused,theyareanalyticmethod,cause

analysis,questionnaireandbrainstorming.

Keywords:writingcorrectionpracticedesigninterest,.

MainHeadingsoftheProjectReport

1.Introduction

2.Projectobjective

3.Projecthypothesis

4.Themethodsofproblemanalysis

5.Projectrationale

6.Writingworkdesign

7.Controlandtargetgroup

8.Projectimplementation

9.Projectevaluation

10.Projectfindingsanddiscussion

Appendixes:

AppendixA:Thetimetableoftheproject

AppendixB:Themethodsofproblemanalysis

AppendixC:Writingworkdesign

AppendixD:Teachingnotes:

AppendixE:Diareries

AppendixF:Studentshandout

1.Introduction

Ihavebeenteachingthestudentswhoareintheirsecondyearofajuniormiddle

school.InmyteachingIhavefoundtherearesomeproblems.NowI'llfinishmy

studyinGansuTVUniversity.IhopeIcansolvetheproblemsthathavetroubledme

forsometimethroughtheactionresearchsothatIcanapplymyknowledgeand

theoryintopractice,whichIlearnedfromGansuTVUniversity.

2.Projectobjective

Toimprovemystudents5abilityinwritingthroughbetter-designedactivities.

3.Projecthypothesis:

Itishypothesizedthatstudents5abilityinwritingcanbeimprovedby

better-designedwritingexercises.

4.Themethodsofproblemanalysis

1.Analyzethepossiblecausesoftheidentifiedproblem

Inunit1,ProfessorGuidementioned6scientificmethodsthatarepotentially

usefulforproblemanalysis.Ihavedecidedtousecauseanalysis,brainstormingand

questionnairetoanalyzemyproblem.

Brainstorming:

Idiscusstheproblemwithmystudentsandmycolleagues.

Causeanalysis

Istartwithalistofwhyquestionsthosecontributetothecauses.

A.Whytraditionalwrittenpracticeisn'tthebettermethodtopractice?

(1)IsitbecausetheydonotlikewrittenEnglish?

(2)Isitbecausethewritingtasksarepoorlydesigned?or

(3)Isitbecausetheyarenotmotivated?or

(4)Isitbecausemyinstructionsarenotclear?

(5)Isitbecausetheydonotliketopracticewritingtasksalone?

(6)Isitbecausetheydonotthinkwritingpracticeisimportantandnecessary?

B.Allthosemakemefindoutthemisunderstandinginwritingpractice.

(1)Theteacher9sside:

Iwasnotenthusiasticmyself.Ifailedtogiveinstructionsclearly.Ididnotdo

anymonitoring.1simplysatthere,readingthecorrectanswers.

(2)Thestudents9side:

Mystudentscamefromthecountryside.Theirmasteringthevocabularyistoo

smalltofinishwritingbythemselves.Someofthem,especiallythetopones,would

rathergivetheiranswersinclasstoimpresstheirteachers'thanexchangeopinions

withtheirpeers.Someofthemareafraidofmakingmistakesandbeinglaughedby

theirpeers.

(3)Theclasssize:

Theclasssizeofover45studentsmayhavesomenegativeeffects.

(4)Theclassroommanagement:

Thenumberoftheclassistoolargetobecontrolled.Studentsmaynotbe

properlycorrectedtheirwriting.

Afterthecauseanalysis,Ifeelquitestronglythatmypoorinstructionofwriting

practiceactivitiesistheprimarycauseofmystudents9notusingcohesivedevicesin

thewriting.SinceIamreallyscientificallyminded,1wanttofurtherconfirmmy

analysisthroughstillanothermethodofscientificinvestigation,viz.questionnaire.

2.Designadraftquestionnaire

Ihavefollowedthesestepsinmyquestionnaire

1.Choosetheinformants

2.Workoutalistofthingsthatcallforthestudents9opinions

3.Designadraftquestionnaire

4.Trythedraftquestionnaireoutwithafewstudents

5.Reviseandfinalizethequestionnaires

6.Distributethequestionnaires

7.Collectthequestionnaires

8.Processtheresults

9.Evaluatethefindings

IwanttoadoptWangLing'stipsonhowtomakequestionnaire.

Informantselection

Whowillbemyquestionnaireinformantsisnotatrivialissue.Ishouldbeas

neutralasIcanpossiblybe.Thatis,Ishouldnotchooseonlythosewhoarelikelyto

supportmyview.Ishouldalsoincludethosewhomaybeagainstmyview.Strictly

speaking,myinformantsshouldberandomlyselected,thatiswithoutmyknowledge

oftheirviewssuchastheirorderintheclassregister.

Itemstobetested

Thesortsofquestionstoberaisedinthequestionnaireshouldbecarefully

workedout.Inmycase,afterIhavegonethroughtheproblemanalysisbytheanalytic

method,causeanalysis,IfeelquiteconfidentaboutwhatsortsofquestionsIshould

raiseinmyquestionnaire.IfIhadnotgonethoughtheprocess,Idon'tthinkIwould

havebeenabletoknowwhichquestionsIshouldaskmyinformantstoanswer.

Designamydraftquestionnaire

1.Doyouthinktheteacherhasgivenyouclearinstructionsabouthowtodowriting

practice?

□Yes

□No

2.Doyouthinktheteacheristooseriousinclassforyoutofeelfreetowritewell?

□Yes

□No

3.Doyouthinktheteacherherselfisenthusiasticherself?

□Yes

□No

4.Doesyourteacheralwayshelpyouwhenyoumeetdifficulties?

□Yes

□No

5.Doyoulikedoingwritingpractice?

□Yes

□No

Trythedraftquestionnaireoutwithafewstudents

AfterIhavefinishedmyquestionnaire,Itrieditoutwithafewstudents,tosee

howtheyreacttothequestionnaire.InthiswayIgotridofalotof"bugs",or

faults,thatIhadfailedtodetectmyself.

Thedraftversionquestionisabadone.Itisbad,notbecauseofitsgrammar,

whichisperfectlyacceptable,butbecauseofthewayitisput.MystudentsknewI

wasgoingtoreadtheiranswers,andasyoucanverywellimagine,no-onewouldlike

tooffendmebyticking“no”.SotheopinionIwantedtofindoutbythequestionwas

actuallyfixedbeforethequestionnairewasdistributedtomyinformants

Therevisedversionofthequestionismuchbetterone.Ididnotaskmy

studentstocommentonmyperformancestraightaway.Ididsoinanindirectway.

ThusIfoundoutmystudents9genuineviewofmyinstructions.

Reviseandfinalizethequestionnaire

Italwayspaysoffintheendtorevisemyquestionnaireaftertrailingit.Itimprovesthe

validityifmyquestionnairetremendously.ThenIshouldreallyversion,andsoon,till

IgetwhatIwant—aquestionnairethatobtainstheexactinformationIneed

Rememberalsothatyouwillgetmorehonestresponsesifthequestionnaireisleft

anonymous,thatiswithoutthestudentshavingtowritetheirnames.

Myinformantswillbe:bothsomeofmystudentsandsomeofmycolleague's

students

Iwanttofindoutmyinformants9opiniononthefollowingthings:

1.Doestheteacherhavegiventhestudentsclearinstructionsabouthowtodothe

writingpracticeonacertaintopicbeforetheybeginwithit?

2.Istheteachertooseriousforthestudentstofeelfreetowritethattheteacherasks

themtodo?

3.Istheteacherenthusiasticherselfwhenshedemonstratethetask?

4.Dothestudentsneedtheteacher9shelpwhentheymeetdifficulties?

5.Dothestudentslikedoingwritingpracticebothinclassandafterclass?

6.Dothestudentswanttotrytheirbesttoimprovetheirwritingskill?

7.Whatkindsofmeasureshaveyoutakentoimprovetheirwritingskill?

8.Whataretheirfavoritewritingpracticeactivities?

9.WhichactivitiescanimprovetheirmotivationinlearningwrittenEnglish?

10.Whichteachingmethoddoyouthinkismoreinterestingandmoreuseful?

11.WhatkindofpraisecanarouseyourenthusiasmforlearningwrittenEnglish?

QuestionnaireonWritingPractice

DearStudent：

Iknowyouareverybusywithyourstudy.Butcouldyouspareme10tol5

minutesbyansweringthisquestionnaire?Yourhelpwillimprovemyteachingof

writtenEnglish,andmybetterperformancewillinturnhelpyoutoimproveyour

writing.

Pleasereturnyourquestionnairetomypigeonholeatyourearliestconvenience.

Pleasetickettheboxnexttotheanswerthatexpressesyouropinion.

Thanksalot!

1.Howdoyoulikewriting?

□a.Likealotnb.Likenc.Justsosond.Dislikene.Dislikevery

much

2.Howwouldyoulikeyourteachertogiveyouinstructionsabouthowtowrite?

□a.InplainEnglish.nb.InChinese.nc.FirstinEnglish,thenin

Chinese

□d.Giveinstructionsfollowedbyademonstration.

□e.Helpyoubrainstormthetopicandwritesomeusefulwordsandexpressionson

theblackboard.

3.Howmanylinkingwordsareyoufamiliarwith?

□a.Mostob.SomeDC.onlyafewod.none

4.Whatkindoftopicswouldyoulikeyourteachertogive?

□a.Thetopicsfromthetextsbooks.nb.Thetopicsfromthereallife.

5.Whatmeasuresdoyoutaketoimprovethewritingskill?

□a.Copyingthetextsnb.Translatingsinglesentences.

□c.Donothingnd.WritingEnglishasoftenaspossible.

6.Whatkindofpraisecanmakeyoufeelsuccessfulanddobetter?

□a.Abighand.cb.Welldone.nc.Whatagoodjob!nd.Ahumorous

praise

Pleaseprovidethefollowinginformation:

Class:Age:Sex:.

Thankyouforyourcooperation!

5.Projectrationale

1).Theroleofpeercheck.

Peer-correctionoffersawayoutincasethestudentcannotdiscoveror

self-correctherorhismistake.Theteachercanthenaskothersintheclassfor

assistance.Anotherstudentwillthengivethecorrectanswer.Oncetheclassmatehas

giventhecorrectanswer,theteacherwillaskthestudentwhomadethemistaketo

repeatthecorrectform.Inthiswaytheteacherreinforcesthelearningofthecorrect

form.Theadvantagesofthemethodaremany.First,boththestudentwhomadethe

mistakeandthestudentwhocorrecteditareactivelyinvolvedinthelearningprocess.

Second,thestudentsgetthefeelingthattheycanlearnfromeachother.Thisthenalso

trainsthemformoreteacher-independentlearningingrouporpairwork.Finally,peer

correctiongivestheteacheraclearpictureofthelevelofmorethanonestudent's

ability.

Groupworkismyteachingandlearningtechnique.Somepeoplemaythinkthat

groupworkisnot"real"learninganditistruethatitcanbelackofenoughpractice,

andtime-consuming,howevergroupworkisaverygoodwaytomanagelargeclass

withmixedabilitiesanditcanimprovethestudents9motivationofuseEnglish.

2)Teachercheckaftercorrectionneeded.

Whatwillhappeniftheteacherfeelsamistakeshouldbecorrected,butifthe

studentwhomadeamistakecannotcorrectit,andifatthesametimenootherstudent

seemstobeabletocorrectthemistake.Inthatcaseteachercorrectionseemstobethe

onlypossiblewayout.Itisessentialthatweunderstandthattheteachercorrection

does"not"meanthattheteacherimmediatelygivesthecorrectanswer.Onthe

contrary,theteacherwillfirstgivemorehelp.Mystudentsshouldrealizethatthe

teacherhasmanyrolessothatstudentsrealizethattheteachertakesonlyaminor

helpingone.Mystudentsshouldrealizethattheteacherhasmanyrolesintheclass

notjustthatofevaluator.Iwouldlikestudentstogetusedtobeingresponsiblefor

theirowelearningandnotdependingontheteacherallthetime.

3)Thetreatmentofmistakes

Itisnotateacher9dutytocorrectmistakeswhichthestudentscancorrect

themselves.Iftheteacherconsidersanexercisetobecarelesshemayhanditbackto

thechildtobecorrectedbythechildhimselforhemayaskanotherstudentinthe

classtocorrectit.Asademonstrationthattheexerciseisnotthebestthatcanbedone.

6.Writingworkdesign

Idesignedanadequateamountofactivities(Coverfourweeksofteaching)totest

thehypothesis.Ifwritingexercisesarebetterdesigned,thenthelearners9errorsin

writingwillbereducedaccordingly.

Inmyproject,Idecidetoimprovemyteachingtechniqueinthreeways:Iwould

firstmakemoredetailedandinsightfulthecorrectionsofthestudents9errors,andask

themtorewritetheirworkincorporatingcorrections；NextIwouldaskthemtowork

inpairsorgroups.Iwouldpickupsometypicalerrorsfromstudents'writingwork,

carryoutanerror-analysisanddesignrelevantremedialexercises.

Ihavedesignedsixactivitiestobetriedoutinfourweeks.

Week1Activityl

ThisUnitadapttojuniorhighschool,Spreadtopic,WritingADiary

Purpose:Learningthroughthetextandlearnthesimplepast,towrite

adiary;thispartoftheteachingandthegeneraldiscourse

aroundthetimeofteachingforthepast.

Instruction:l)Training;flexibleuseofthepasttense;

2)Studentslookatpictures,understandimagecontent,the

abilitytoobtainusefulinformation；

3)Studentsbasicwritingskills.

Forthestudents:Studentsinthisclasskeytrainingteachersunder

theguidanceofcompleteadiary,preliminarismaster

theskill,diarygenrearticleusingtheunitofpast

tenselearnedtodescribewhathappenedinthepast.

Procedure:1)Theteacherhimselfdiaryfromintroducing,letsthestudent

enterfigurecaptionssentenceverbs,helpsthestudentto

reviewthisunitthetenseknowledge:generalstudypast.

2)Throughthetextsixpicture,studentsarerequiredto

complementasentence,raisesthestudentinthesentence

correctlyapplytheabilityofknowledgelearnedtense.

3)Individualandgroupcooperationthroughclasscombined,

completeadiary,letthestudentsmastertheskill,diary

genrearticlesinwritingtoimprovestudents*

comprehensiveutilizationknowledgeability.

1.:Warm-up

Readtheteacher'sdiarytotheSs.AsktheSstopayattentiontotheverbforms

2.Pre-writing

1)AsktheSstofillintheblanksofthesentencesaccordingtothe

picturesandthediaryheardinwarm-up.

2)Revisethepastformoftheverbs.

3)AsktheSstoreviewwhattheyhavelearnedaboutthesimplepasttense.

Ex:

Getgotgostartrunhave

Cleancookreadlistensee

Igotupat6o'clock.Ihad.

(Followup)

Week2Activity2

ThisUnitadapttojuniorhighschool,BookAPage42,WritingADiary

Purpose:Learningthroughthetextandlearnthesimplepast,towrite

adiary;thispartoftheteachingandthegeneraldiscourse

aroundthetimeofteachingforthepast.

Instruction:l)Training;flexibleuseofthepasttense;

2)Studentslookatpictures,understandimagecontent,the

abilitytoobtainusefulinformation；

3)Studentsbasicwritingskills.

Forthestudents:Studentsinthisclasskeytrainingteachersunder

theguidanceofcompleteadiary,preliminarismaster

theskill,diarygenrearticleusingtheunitofpast

tenselearnedtodescribewhathappenedinthepast.

Procedure:1)AsktheSstolookatthepictures.

2)Fillintheblankswiththecorrectformsofthewordsgivenin

PartAandthenchecktheanswersorally.(groupcompetition)

3)AskSsaquestionaboutpicture4andasktheSstocomplete

PartB.

4)SswritedowntheirwordsandphrasesinPartB(group

competition).

While-writingexercises:

FillintheblankswiththecorrectformsofthewordsgiveninPartAandthen

checktheanswersorally.(groupcompetition)

Ihadabusyweekend.OnSundaymorning,Icleanedmyroom.Intheafternoon,I

.ItwasalittledifficultOnSaturdaynight,I.Myaunt

cookeddinnerforme.OnSundaymorning,I.Ireadabookabout

history.Thenintheafternoon,Iwithmyfriends.OnSundaynight,

I.Isawaninterestingtalkshow.

(Followup)

Week3Activity3

ThisUnitadapttojuniorhighschool,BookAPage43,Post-writingADiary

Purpose:Learningthroughthetextandlearnthesimplepast,towrite

adiary;thispartoftheteachingandthegeneraldiscourse

aroundthetimeofteachingforthepast.

Instruction:l)Training;flexibleuseofthepasttense;

2)Studentslookatpictures,understandimagecontent,the

abilitytoobtainusefulinformation；

3)Studentsbasicwritingskills.

Forthestudents:Studentsinthisclasskeytrainingteachersunder

theguidanceofcompleteadiary,preliminarismaster

theskill,diarygenrearticleusingtheunitofpast

tenselearnedtodescribewhathappenedinthepast.

Procedure:1)AskandanswerthequestionsofpartCinpairsandthestudents9

presentation

2)Askthestudentstowritetheirowndiaryforyesterday.

Post-writingexercises:

Askthestudentstowritetheirowndiaryforyesterdaywithsomeusefulwords

andsentences.

Getgostartrunhave

Cleancookreadlistensee

Igotupat6o'clock.Ihad.

Week4Activity4

BasedonJuniorEnglishBook,Goforit!Book5,P15,No.2YuMei

Purpose:Topracticeseveralpiecesofwriting.

Instruction:Studentslistentotheteacher'sexplanationscarefullyandthenfinish

thewritingindividually.

Forthestudents:Youaregoingtofinishseveralpiecesofwriting.First,youshould

rememberthefourstepstodothiskindofwriting.Thenyou

discussingroupsoffour.Youdoyourwork,checkyourworkand

finallycheckinpairs.Youcanusepencilstocorrecttheerrors.

LookateightpicturesaboutYuMeiinpart2carefully.Thentwosudentsfill

inthepassageaboutherandexchangetheroles.

StudentA:

YuMei

ItseemsthatYuMeihaschangedalot.Sheusedtobeshortwhenshewas

younger,butnowsheistall.Sheusedtol)___longhair,nowshe2)___short

hair.Sheusedtoplayfootball,she3)___badmintonnow.Sheusedto4)

butnowshelikes5)___6)___.Shehas7___offriends.Sheishappy.

StudentB:

YuMei

ItseemsthatYuMeihaschangedalot.Sheusedtobeshortwhenshewas

younger,butnowsheistall.Sheusedtol)haslonghair,nowshe2)hayeshorthair.

Sheusedtoplayfootball,she3)playbadmintonnow.Sheusedto4)quite,but

nowshelikes5)make6)friend.Shehas7)lotoffriends.Sheishappy.

Week5Activity5

BasedonJuniorEnglishBook,Goforit.Book5,Unit4.Whatwouldyoudoif

youhadamilliondollars?

Purpose:Topracticewritingandcorrecterrors.

Instructions:Studentschecktheirwriting.First,individually,theninpairs.

Forthestudents:Youaregoingtocheckyourwritingwork.Firstyoucheckby

yourselves.Thencheckinpairs.Youcancorrecttheerrorsin

pencils.Thenyouwillbeaskedtowriteyouranswersonthe

blackboard.

Writingexercises:

.Askstudentstodiscussthefollowingquestionsaboutthetopicingroups:

Whatwouldyoudoifyouhadamilliondollars?

Wherewouldyouliketogo?

Whatwouldyouliketobuy?

Wouldyouliketogooneducation?

Whatwouldyouliketolearn?

Wherewouldyouliketolive?

Wouldyougivesomemoneytocharity?

(Followup)

Week6Activity6

BasedonJuniorEnglishBook,Goforit,Book5,Unit4.Whatwouldyoudoif

youhadamilliondollars?

Purpose:Topracticewritingandcorrecterrors.

Instructions:Studentschecktheirwriting.First,individually,theninpairs.

Forthestudents:Youaregoingtocheckyourwritingwork.Firstyoucheckby

yourselves.Thencheckinpairs.Youcancorrecttheerrorsin

pencils.Thenyouwillbeaskedtowriteyouranswersonthe

blackboard.

Writingexercises:

WorkinpairsandFillintheblanks

Whatwouldyoudoifyouhadamilliondollars?

IfIhadamilliondollars,Iwouldgotoagoodschool.AfterDgraduate

fromtheuniversity,I2)willgotoBeijingandworkthere.Iwouldbuyabeautiful

carandabighouseformyfamily.ThenIwouldtakemyparentstotravelallover

the3)word.Iwouldgivesomemoneyto4)thepoorpeople.Iwouldgivesome

moneytomyprimaryschoolandmiddleschool.IfI5)haveamilliondollars,I

woulddolotsofgoodthings.

7.ControlandTargetgroup

Atlast,Ialsosetupcontrolandtargetgroup.Theimplementationoftheprojecttakes

threeweeks.Ineachweek,IgivebothgroupsEnglishclasses.,theabovethree

suggestedteachingstagesandstrategieswillbeemployedinturnstoassesstheir

resultsofwritingpracticewhileeverythingremainsthesamewiththecontrolgroup.

Afterthat,bothgroupsareaskedtodoawritingtaskagainandIthencomparetheSs'

writing.TheresultsobtainedfromthecomparisonshouldshowwhethertheSsinthe

targetgrouparemoreinterestedinwritingpracticeandbetterabilityofusing

cohesiononthanthecontrolgroup,thiswillshowwhethertheSs'errorsindoing

writingpracticecanbereducedbydesigningmoreappropriateandenjoyable

activitiesforthestudents.

8.Projectimplementation

Ittookthreeweeksformetoimplementmyproject.ForeachweekIam

scheduledtodothese:

1.Teachingnotes.(SeeAppendixC)

2.Diarykeeping(SeeAppendixD)

Iwanttoknowifthehypothesishasbeenprovedbythethreeweeksuseof

better-designedwritingexerciseswiththetargetgroup.Thatis,whethermystudents9

errorsinwritingreducedornot.Ihavesomedatathathelpmetofinditout.Allthe

detailsofmyprojectimplementationwerecarefullymaintained.Theyaredata

collectionsubmittedaspartofmyprojectreportpack.

1)ThepreciousinterviewIdidwithmystudentsforthecauseanalysisofmyinitial

problem.

FromtheinterviewIknowthatIshouldgivemorepracticeandemphasizing.I

shouldwritedowntheimportantpointsontheblackboard.Ipaymoreattentiontothis

kindofproblems.Andfindthatthestudentscangowithmeeasily.Fromthepost-trial

interview,thestudentssaytheyarequitesatisfiedwithwhatIhavedoneforthem.

2)ClassroomobservationsItookinmydiary

Mystudentsbecamemoreactivethanbefore.Theyarewillingtocorrecttheir

mistakes.Theyevenfeelthecorrectionworkisveryinteresting.Itiseasyforthemto

correcttheirmistakes,andreducetheerrorsinwriting.

3)Thecomparisonofthefinalwritingworkbetweenthecontrolandthetargetgroup.

Lookatstudents'writingworkandexercisesbetweenthecontrolandtargetgroup.

Thetargetgroupismuchbetterthanthecontrolgroup.Theyalsomadefewer

mistakesthanbefore.

FromtheaboveanalysisIdrawaconclusionstudents9errorsinwritingcanbe

reduced.

9.ProjectEvaluation

Ittookmethreeweekstoimplementmyproject.I'mnowattheproject

evaluationstage.Itneedsasetofstandardsorcriteriatoevaluationtomyproject.In

mycase,mycriteriashouldbesetconcerningtheseaspectsofmyproject:

A.Theproblem

Istheproblemaresearchone?Yes.Ifgivemetheresources,thetimeandthe

expertiseIhave,Icandosomethingtochangethepresent.

B.Themethodsusedinproblemanalysis

Arethemethodsusedtoanalyzetheproblemaccepted,suitabletoitand

properlyapplied?Yes.Iusedcauseanalysisandquestionnaire.Theseareall

acceptablemethodssuitabletomyproblem.Ialsousedthemproperly.

C.Theprojectobjectives

Istheprojectobjectiverealistic?Yes.Becauseitisresearchable.Itisrealistic.

Itcanbeachieved.Myprojectobjectivestoreducestudents5errorsin

writingisrealistic.

D.Theprojecthypothesis

Istheprojecthypothesisprovable?Yes.Myhypothesis-students5errorsin

writingpracticecanbereducedbybetter-designedwritingactivitiesis

provable.IhavefoundthatmySs'errorsinwritingpracticehasindeed

beenreducedafterIusedthenewlydesignedactivities.

E.Theprojectrationale

Doestheprojecthaveasoundbasis?Yes.Myprojectwasbasedthe

theoreticalassumptionswhicharevalidandsound.

F.Theprojectdesign

a)Hastheinvestigatordefinedherprojectobjectives?

b)Hastheinvestigatordefinedherprojecthypothesis?

c)Hastheinvestigatorstatedherrationale?

d)Hastheinvestigatorworkedoutthedetailsforprojectiveimplementation?

e)Hastheinvestigatorplannedthestagesandthetimetablefortheproject

implementation?

Ihavefulfilledalltheserequirements.

G.Thestagesanddetailsofprojectimplementation.Thestagesarenecessary

andcomplete.Theimplementationdetailsareproperlymaintained.

Inmycase,Iamassessedonthefollowingitems.

Weekl

Teachingplan

Diary-keeping

Week2

Teachingplan

Diary-keeping

Week3

Teachingplan

Diary-keeping

H.Themethodsusedinprojectimplementation.

Inwhatwayhastheprojectbeenimplemented?Inmycase,Ifirstsetup

controlgroupandtargetcontrolusedtheclassroomteaching.

I.Themethodsusedtoobtaintheresults.

Inwhatwayhastheinvestigatorobtainedtheprojectresults?Isitacceptable,suitable

andproperlyused?Iusedobservation,diarykeeping,andquestionnairetoobtainthe

projectresults.Theyareallacceptable,suitabletothetaskandproperlyused.

Processmydata

Aswemayrecall,myprojecthypothesisis:Students9errorsindoingwriting

practiceisreducedbybetter-designedwritingpracticeactivities.Iwanttoknowifmy

students9errorsinwritingpracticehasindeedbeenreduced.Ihavetwosourcesof

datathathelpmetofinditout.

1.ClassroomobservationItookinmydiary

2.Thequ